Developing Metacognitive Interaction Between Tutor And Student In Pbl-tutorial.
Developing metacognitive interaction between tutor and student in PBL-tutorial
Tri Hanggono Achmad
Medical Education Research and Development Unit (MERDU)
School of Medicine, Universitas Padjadjaran, Bandung-Indonesia
Tutoring is a teaching skill central to problem-based learning. To facilitate student
independence and foster student’s critical thinking and self-directed continued learning,
the tutor should guide the students at metacognitive level. Interaction with the student at
the metacognitive level is the basic function of the tutor. Metacognitive thinking skill
provides the key to the positive and active role of the tutor. Structure of tutorial process is
a road map for sequence of metacognitive thinking, to shape student to become a self
directed learner. The desired end point of the tutorial process is when each student
employs his own metacognitive skills automatically and easily with every task, situation
or problem, which could mean that the tutorial group will eventually run on its own. For
this purpose, tutors as well as students should understand properly the structure of tutorial
process and metacognitive thinking. This could be achieved by continually monitoring
and evaluating the tutorial process, and giving feedback to the tutors as well as to the
students.
Data from our monitoring tools shows that the longer the students taking part in tutorial
process, the better their understanding in metacognitive thinking, which is showed by
their increase ability in running a proper tutorial process, such as developing the learning
issues, synthesizing biomedical science and correlating information necessary for
clarification of concepts relevant to the case. On the tutor’s side, even after a continue
tutor development program, data from last year student’s evaluation form on tutor
activity showed that only 55.3 % of tutor can facilitate effective tutorial group process,
and only 58.2 % of them are excellent in facilitating group’s ability to think critically.
This phenomena show that it is easier to develop interaction in metacognitive level in
student’s mind than in tutor, which is in part could be due to the influence of traditional
teaching method that has been embedded in traditional teacher’s mind.
Developing Metacognitive Interaction
between Tutor and Student
in PBL-Tutorial
Tri Hanggono Achmad
MEDICAL EDUCATION RESEACH & DEVELOPMENT UNIT
(MERDU)
Faculty of Medicine - Universitas Padjadjaran
Tri H. Achmad
• TUTORIAL IS CENTRAL IN PBL IT IS
THE HEART OF PBL
• THROUGH TUTORIAL STUDENTS ARE
DRIVE TO DEVELOP REASONING
SKILLS AND BECOME AN
INDEPENDENT, SELF DIRECTED
LEARNER
Faculty of Medicine - Universitas Padjadjaran
TUTORIAL ROOM
METACOGNITIVE THINKING
METACOGNITIVE THINKING VS
IMPULSIVE THINKING
THINKING ABOUT THINKING
CONVERSATION WITH A PROBLEM
METACOGNITIVE THINKING
POSITIVE-ACTIVE ROLE OF THE TUTOR
Qs, CHALLENGES
STUDENT AWARENESS WHAT SHOULD BE
THOUGHT-SOUGHT
FACILITATE STUDENT’S INDEPENDENT,
SELF DIRECTED LEARNING AND
CRITICAL THINKING
METACOGNITIVE THINKING
PROBLEM
INVESTIGATE
(OBS, Qs, TESTING, PROBING)
REVIEW, REFLECTION, THOUGHT, DELIBERATION
INTERNAL SOURCES
EXTERNAL SOURCES
THE PBL CYCLE
THE PROBLEM
APPLY
THE KNOWLEDGE
WHAT WE DO NOT KNOW
LEARN WHAT WE DO
NOT KNOW
STRUCTURE OF
PROBLEM SOLVING
STEPS IN THE TUTORIAL PROCESS
Problem Hypotheses ?
Mechanism ?
More Info ?
1.
a.
b.
c.
i.
ii.
i.
ii.
2.
a.
b.
c.
3.
4.
I don’t know
Learning
Issues
1
2
3
4
5
6
7
8
FBS I
(3)
FBS VI
(3)
RPS
(10)
NBS (10)
GUS (6)
DMS (10)
HIS (8)
CVS (8)
GIS (6)
EMS (6)
RSS(6)
TMS (6)
FBS II
(3)
FBS VII
(4)
Incl.
Lec/Lab
Incl.
Lec/Lab
Incl.
Lec/Lab
Incl.
Lec/Lab
Incl.
Lec/Lab
Incl.
Lec/Lab
FBS III
(2)
FBS VIII
(2)
CSP
(1)
CSP
(1)
CSP
(1)
CSP
(1)
CSP
(1)
CSP
(1)
FBS IV
(2)
FBS IX
(3)
CHOP
I - (3)
CHOP
II - (1)
CHOP
III - (3)
CHOP
IV - (2)
FBS V
(2)
FBS X
(2)
CRP
I - (3)
CRP
II - (1)
CRP
III - (2)
CRP
IV - (4)
BH I
(2)
BH II
(2)
Agama
Civics
(2)
(2)
BH III
(2)
BH IV
(1)
BH V
(1)
BH VI
(1)
BH VII
(1)
BH VIII
(1)
13
18
18
20
19
20
P.Sila
(2)
18
18
4/8/04
Case evaluation
1.
2.
3.
4.
5.
6.
7.
8.
9.
Learning issues that discuss in 1st day are:……….
Learning issues that discuss in 2nd day are:……….
Learning issues that discuss in 3rd day are:……….
Learning issues that discuss in 4th day are:……….
According to tutor how does the learning issues appear?
a. by themselves
b. by guiding
c. difficult
According to tutor how did the time provide for the case?
a. need more time
b. enough
c. more than enough
Did the tutor in this case change?
a. Yes, why?
B. No
On the last day did all the learning issues discuss by students?
a. Yes
B. No, why?
According to tutor’s opinion what is lack from or what learning
issues should be added?
Case evaluation
System
Case No.
5a
5b
5c
6a
6b
6c
8a
8b
RPS
11
33.3
57.7 9
17.7 82.3 0
17.9
82.1
NBSS
8
37.5
62.5 0
26.4 71.7 1.9
75.9
24.1
DMS
12
44.8
52.1 3.1
23.9 73.9 2.2
81.3
18.7
HIS
10
32.5
67.5 0
20.0 71.3 8.7
90.0
10.0
GIS
11
50.0
46.3 3.7
35.0 65.0 0
86.8
13.2
EMS
8
68.8
31.2 0
7.7
92.3 0
100
0
RSS
7
68.8
31.2 0
4.0
80.0 16.0
92.9
7.1
100
90
80
70
RPS
NBSS
DMS
HIS
GIS
EMS
RSS
60
50
40
30
20
10
0
5a
5b
5c
6a
6b
6c
8a
System
8b
No. of Case
System
No. of Case
RPS
11
GIS
11
NBS
8
EMS
8
DMS
12
RSS
7
HIS
10
Firman F. Wirakusumah & Tri H. Achmad
Student evaluation on tutor performance
No.
Tut.
T. preparedness
Effective process
Critical think
Ex. Sa. Mi. In. Ex. Sa. Mi. In. Ex. Sa. Mi. In.
1
56
31
11
2
47
36
15
2
47
31
18
4
2
73
26
1
0
66
32
1
1
60
32
8
0
>3
50
41
8
1
48
39
11
2
49
36
12
3
Faculty of Medicine - Universitas Padjadjaran
Pitfalls in tutorial process
Systematic vs jumping process
Metacognitive vs impulsive
More structured, integrated & better contents
Challenge to a deeper knowledge
Reflection
Role model vs information resource
Student’s discipline
METACOGNITIVE THINKING
USING PRIOR KNOWLEDGE,
EXPERIENCES
TO UNDERSTAND A PROBLEM
AND
FORMULATE A SOLUTION
“CONVERSATION WITH A PROBLEM”
Reference :
Barrows HS, The Tutorial Process, revised edition,
Springfield, Illinois, Southern Illinois University,
School of Medicine, 1988
Kiley M, Mullins G, Peterson R, Rogers T, in Leap,
Problem Based Learning,
http://www.acue.adelaide.edu.ayu/leap/leapinto/pbl/index.html
Medical Education Research &Development Unit
(MERDU)
Faculty of Medicine - Universitas Padjadjaran – www.fk.unpad.ac.id
Tri Hanggono Achmad
Medical Education Research and Development Unit (MERDU)
School of Medicine, Universitas Padjadjaran, Bandung-Indonesia
Tutoring is a teaching skill central to problem-based learning. To facilitate student
independence and foster student’s critical thinking and self-directed continued learning,
the tutor should guide the students at metacognitive level. Interaction with the student at
the metacognitive level is the basic function of the tutor. Metacognitive thinking skill
provides the key to the positive and active role of the tutor. Structure of tutorial process is
a road map for sequence of metacognitive thinking, to shape student to become a self
directed learner. The desired end point of the tutorial process is when each student
employs his own metacognitive skills automatically and easily with every task, situation
or problem, which could mean that the tutorial group will eventually run on its own. For
this purpose, tutors as well as students should understand properly the structure of tutorial
process and metacognitive thinking. This could be achieved by continually monitoring
and evaluating the tutorial process, and giving feedback to the tutors as well as to the
students.
Data from our monitoring tools shows that the longer the students taking part in tutorial
process, the better their understanding in metacognitive thinking, which is showed by
their increase ability in running a proper tutorial process, such as developing the learning
issues, synthesizing biomedical science and correlating information necessary for
clarification of concepts relevant to the case. On the tutor’s side, even after a continue
tutor development program, data from last year student’s evaluation form on tutor
activity showed that only 55.3 % of tutor can facilitate effective tutorial group process,
and only 58.2 % of them are excellent in facilitating group’s ability to think critically.
This phenomena show that it is easier to develop interaction in metacognitive level in
student’s mind than in tutor, which is in part could be due to the influence of traditional
teaching method that has been embedded in traditional teacher’s mind.
Developing Metacognitive Interaction
between Tutor and Student
in PBL-Tutorial
Tri Hanggono Achmad
MEDICAL EDUCATION RESEACH & DEVELOPMENT UNIT
(MERDU)
Faculty of Medicine - Universitas Padjadjaran
Tri H. Achmad
• TUTORIAL IS CENTRAL IN PBL IT IS
THE HEART OF PBL
• THROUGH TUTORIAL STUDENTS ARE
DRIVE TO DEVELOP REASONING
SKILLS AND BECOME AN
INDEPENDENT, SELF DIRECTED
LEARNER
Faculty of Medicine - Universitas Padjadjaran
TUTORIAL ROOM
METACOGNITIVE THINKING
METACOGNITIVE THINKING VS
IMPULSIVE THINKING
THINKING ABOUT THINKING
CONVERSATION WITH A PROBLEM
METACOGNITIVE THINKING
POSITIVE-ACTIVE ROLE OF THE TUTOR
Qs, CHALLENGES
STUDENT AWARENESS WHAT SHOULD BE
THOUGHT-SOUGHT
FACILITATE STUDENT’S INDEPENDENT,
SELF DIRECTED LEARNING AND
CRITICAL THINKING
METACOGNITIVE THINKING
PROBLEM
INVESTIGATE
(OBS, Qs, TESTING, PROBING)
REVIEW, REFLECTION, THOUGHT, DELIBERATION
INTERNAL SOURCES
EXTERNAL SOURCES
THE PBL CYCLE
THE PROBLEM
APPLY
THE KNOWLEDGE
WHAT WE DO NOT KNOW
LEARN WHAT WE DO
NOT KNOW
STRUCTURE OF
PROBLEM SOLVING
STEPS IN THE TUTORIAL PROCESS
Problem Hypotheses ?
Mechanism ?
More Info ?
1.
a.
b.
c.
i.
ii.
i.
ii.
2.
a.
b.
c.
3.
4.
I don’t know
Learning
Issues
1
2
3
4
5
6
7
8
FBS I
(3)
FBS VI
(3)
RPS
(10)
NBS (10)
GUS (6)
DMS (10)
HIS (8)
CVS (8)
GIS (6)
EMS (6)
RSS(6)
TMS (6)
FBS II
(3)
FBS VII
(4)
Incl.
Lec/Lab
Incl.
Lec/Lab
Incl.
Lec/Lab
Incl.
Lec/Lab
Incl.
Lec/Lab
Incl.
Lec/Lab
FBS III
(2)
FBS VIII
(2)
CSP
(1)
CSP
(1)
CSP
(1)
CSP
(1)
CSP
(1)
CSP
(1)
FBS IV
(2)
FBS IX
(3)
CHOP
I - (3)
CHOP
II - (1)
CHOP
III - (3)
CHOP
IV - (2)
FBS V
(2)
FBS X
(2)
CRP
I - (3)
CRP
II - (1)
CRP
III - (2)
CRP
IV - (4)
BH I
(2)
BH II
(2)
Agama
Civics
(2)
(2)
BH III
(2)
BH IV
(1)
BH V
(1)
BH VI
(1)
BH VII
(1)
BH VIII
(1)
13
18
18
20
19
20
P.Sila
(2)
18
18
4/8/04
Case evaluation
1.
2.
3.
4.
5.
6.
7.
8.
9.
Learning issues that discuss in 1st day are:……….
Learning issues that discuss in 2nd day are:……….
Learning issues that discuss in 3rd day are:……….
Learning issues that discuss in 4th day are:……….
According to tutor how does the learning issues appear?
a. by themselves
b. by guiding
c. difficult
According to tutor how did the time provide for the case?
a. need more time
b. enough
c. more than enough
Did the tutor in this case change?
a. Yes, why?
B. No
On the last day did all the learning issues discuss by students?
a. Yes
B. No, why?
According to tutor’s opinion what is lack from or what learning
issues should be added?
Case evaluation
System
Case No.
5a
5b
5c
6a
6b
6c
8a
8b
RPS
11
33.3
57.7 9
17.7 82.3 0
17.9
82.1
NBSS
8
37.5
62.5 0
26.4 71.7 1.9
75.9
24.1
DMS
12
44.8
52.1 3.1
23.9 73.9 2.2
81.3
18.7
HIS
10
32.5
67.5 0
20.0 71.3 8.7
90.0
10.0
GIS
11
50.0
46.3 3.7
35.0 65.0 0
86.8
13.2
EMS
8
68.8
31.2 0
7.7
92.3 0
100
0
RSS
7
68.8
31.2 0
4.0
80.0 16.0
92.9
7.1
100
90
80
70
RPS
NBSS
DMS
HIS
GIS
EMS
RSS
60
50
40
30
20
10
0
5a
5b
5c
6a
6b
6c
8a
System
8b
No. of Case
System
No. of Case
RPS
11
GIS
11
NBS
8
EMS
8
DMS
12
RSS
7
HIS
10
Firman F. Wirakusumah & Tri H. Achmad
Student evaluation on tutor performance
No.
Tut.
T. preparedness
Effective process
Critical think
Ex. Sa. Mi. In. Ex. Sa. Mi. In. Ex. Sa. Mi. In.
1
56
31
11
2
47
36
15
2
47
31
18
4
2
73
26
1
0
66
32
1
1
60
32
8
0
>3
50
41
8
1
48
39
11
2
49
36
12
3
Faculty of Medicine - Universitas Padjadjaran
Pitfalls in tutorial process
Systematic vs jumping process
Metacognitive vs impulsive
More structured, integrated & better contents
Challenge to a deeper knowledge
Reflection
Role model vs information resource
Student’s discipline
METACOGNITIVE THINKING
USING PRIOR KNOWLEDGE,
EXPERIENCES
TO UNDERSTAND A PROBLEM
AND
FORMULATE A SOLUTION
“CONVERSATION WITH A PROBLEM”
Reference :
Barrows HS, The Tutorial Process, revised edition,
Springfield, Illinois, Southern Illinois University,
School of Medicine, 1988
Kiley M, Mullins G, Peterson R, Rogers T, in Leap,
Problem Based Learning,
http://www.acue.adelaide.edu.ayu/leap/leapinto/pbl/index.html
Medical Education Research &Development Unit
(MERDU)
Faculty of Medicine - Universitas Padjadjaran – www.fk.unpad.ac.id